Implementing sustainability-oriented micro-credentials in teacher professional development: governance challenges and policy implications from Latvia

Purpose The study aims to explore how micro-credentials can serve as a sustainable approach to teacher professional development across International Standard Classification of Education (ISCED) levels 1–4 (primary education, lower secondary, upper secondary and post-secondary non-tertiary education), with a particular focus on promoting sustainability in Latvia. It examines how short-term, skills-oriented learning pathways can support teachers’ continuous upskilling and contribute to building a more inclusive and resilient education system. Design/methodology/approach The research applies a systematic literature review to analyse international perspectives on integrating micro-credentials into teacher education frameworks that promote sustainability. In addition, a legal analysis is conducted to evaluate the current Latvian regulatory context, highlighting policy developments and institutional practices relevant to teacher professional development. Findings The findings indicate that micro-credentials provide a flexible, personalised and effective means of professional growth for teachers, allowing for rapid adaptation to evolving educational needs. They support the development of sustainability-oriented competencies, enhance resource efficiency and promote lifelong learning across educational levels. Research limitations/implications The study focuses primarily on the Latvian context and may not fully capture the implementation challenges and best practices across other European countries. Future research could expand to comparative analyses or include empirical data from pilot initiatives to assess outcomes more comprehensively. Practical implications Policymakers and educational institutions can use the insights from this study to strengthen the governance infrastructure needed for micro-credentials to function as sustainability-oriented instruments, including the designation of a national body responsible for maintaining a coherent registry of micro-credential courseware, quality standards and authorised providers. Social implications Integrating micro-credentials into teacher education can promote inclusivity and equity in access to professional learning opportunities, empowering educators to contribute more effectively to sustainable and future-oriented education. Originality/value This study provides one of the first comprehensive analyses of micro-credentials as a sustainability-driven approach to teacher professional development in Latvia, bridging policy, legal and pedagogical perspectives within the European Education Area.